SUBJECT DATE TOTAL

C E T Y S U N I V E R S I D A D
Inglés I/III_Level 2

Period Semester Group Moment of Type of Ponderation Taxonomic Expected outcome:

Evaluation level: Students will write a biography and write a short story of the chosen
2nd Partial 1st/3rd Evaluation
Summative
20% Comprehens
monster applying the seen grammar and vocabulary.
They will be able to use ICT to facilitate the fulfillment of tasks.
Summative ion
Students will apply editing skills to improve own writing
Type of Instrument: Evaluation
Instrument
Hetero-evaluation
Rubric Abilities:

BLOCK 2: knowledge about the form and the use of the past simple tense, and the
past continuous tense.
CULTURE
Presentation skills

AXIS: Attitudes:

● Communicates, interacts, and collaborates with others Reflects on the consequences of their actions as social beings.

● Reads, writes, speaks, and listens Relates to other people collaboratively.

COMPONENT: Faces the consequences of their actions.

Actively listens to the group of people with whom they interact

● The contextualization of the learning community is based on the interests and academic experiences of the
students.

● Reading, writing, and orality as enabling and generating learning practices.

CORE CONTENT: Vocabulary:

● Collaborative work in the classroom as a basis for the integration of the learning community Regular and irregular past tense verbs

● The importance of language and the role of grammar. Grammar:

● The text is a source of information and expression of new ideas. Past simple

Learning product: Modality: Past continuous

Scarecrows / biography / short story COLLABORATIVE WORK (teams of 4) Comparatives

Superlatives

TEAM MEMBERS

1. 2. 5.

3. 4.

GENERIC COMPETENCIES BASIC DISCIPLINARY COMPETENCIES EXTENDED COMPETENCIES

4.2 Applies different communicative strategies according to its

interlocutors, the context, and the objectives pursued.
B.D.C. 11. Communicates in a foreign language during a logical
4.4 Communicates in a foreign language in day-to-day interactions. discussion, oral or written, matching the communicative situation.

5.1 Follow instructions and procedures reflexively, understanding how

each step contributes to the achievement of an objective.

INSTRUCTIONS: Scarecrows / biography / short story

In groups of four, you will design and elaborate a scarecrow of a chosen monster to decorate the school’s lawn, write a biography and write a short story of the chosen monster.

Step 1.

● Gather in teams of 4, and brainstorm monsters from movies, stories, books, urban legends, etc. At least 6

● Choose a monster

● Research information that will help you write a biography on the chosen character. If there is a lack of information on the chosen character, you will have to make it up.

● Make two teams; one team is in charge of writing the biography and the other team is in charge of creating the story

Noted: All team members are in charge of elaborating the scarecrow

Step 2: First Draft

Once organized, write a first draft of the biography and the story

● Include at least 4 past simple sentences; highlight them in green

● Include 4 past continuous sentences and highlight them in blue

● Include 4 comparative adjectives and highlight them in red

 ● Include 4 superlative adjectives and highlight them in yellow

● Your biography and the story should be 200 words in length each

Step 3: Peer editing

● Upload your draft to Drive.

● Exchange your biography and the story with another team and review each other's texts. You may use the rubric as a guide for the revision.

● Make annotations and comments in the document for your classmates to check. Be clear with your comments.

● Save a copy of the document with your classmates’ comments as evidence.

Note: All this will be included in the final document.

Step 4: Final draft

Write the final draft of your texts applying the suggestions made by your classmates.

This written component (biography and story) must be turned in in CETYS Format which includes:

● A cover page

● Arial font

● letter size 12.

Note: The references must be included in APA Format.

Step 5: Final document

Hand in the following steps:

● Cover page

● Brainstorm

● Table with the students’ roles

● First drafts with comments

 ● Final drafts

● Reference section

● Rubric

Note: These will be handed in physically

Step 6: Scarecrow presentation

Presentation date: October 31st.

Set-up time: before 7:00am

clean-up time: 1:00pm -- One point will be deducted to the entire team if the scarecrow is not claimed by 1:00 pm

Guidelines:

● The scarecrow must showcase creativity, originality, and effort

● It must be between 1.00-1.10 meters high, and 0.60-1.00 meters width

● Use of recyclable material

● Tag with a list of the team members’ names, ID numbers and group

● Copy of the biography and short story

● Rubric

Project 2 Rubric

Aspects to Level of performance

evaluate
Generic Competencies Competent Developing Not competent

10 8 5

The biography is 200 words long. It The biography is less than 200 The biography was poorly put
contains a brief but thorough words or more than 250 words together. It lacks effort and
description of the life of the chosen long. Some of the information is off creativity. Some information
 character.
There is consistency between the first
draft and the final product. The
biography is clear and easy to follow.
Biography
The biography has less than 4
grammar or spelling mistakes.
G.C 4.2 Applies different communicative
strategies according to its interlocutors, the
context, and the objectives pursued.
The story is between 200 - 300 words
long.
The story complies with all the
elements of the type of text, and it is
interesting considering the audience.
It showcases extreme effort and
creativity.
Organizes information well using
chronological sequence
Short story
Student’s story has less than 4
grammar or spelling mistakes.
All the "comparative adjective"
sentences are correctly written. A
Use of grammar color code is used to highlight it.
comparative
topic.
There is some consistency between
the first draft and the final product.
The biography is somewhat clear
and easy to follow.
The biography has some grammar
or spelling mistakes which don’t
exceed 8.
The story is less than 200 words or
more than 350 words long. Some
of the information is off topic.
The story complies with some of
the elements of the type of text,
and it is interesting considering the
audience.
It is a little hard to follow. The
transitions are sometimes not clear.
Student’s story has some grammar
or spelling mistakes which don’t
exceed 8.
Most of the "comparative
adjective" sentences are correctly
written
A color code is used to highlight it.
was copied and pasted.
There is no consistency
between the first draft and the
final product. The biography
lacks coherence and unity.
The biography has 9 or more
grammar or spelling mistakes.
The story is less than 200 words
or more than 400 words long.
The story does not comply with
the elements of the type of
text. It lacks coherence and
unity.
Information seems to be
randomly arranged.
Student’s story has 9 or more
grammar or spelling mistakes.
Most of the "comparative
adjective" sentences are not
correctly written.
Sentences AREN’T properly
highlighted.
 Use of grammar

superlatives All the "superlative adjective" Most of the "superlative adjective" Most of the "superlative
B.D.C. 11. Communicates in a foreign sentences are correctly written. A sentences are correctly written adjective" sentences are not
language during a logical discussion, oral or color code is used to highlight it. A color code is used to highlight it. correctly written.
Sentences AREN’T properly
written, matching the communicative
highlighted.
situation.
Use of grammar All the "Simple Past tense" sentences Most of the "Simple Past tense" Most of the " Simple Past
The Past simple are correctly written. A color code is sentences are correctly written. tense" sentences are not
tense used to highlight it. correctly written.
A color code is used to highlight it.
Sentences AREN’T properly
highlighted.

Use of grammar All the " Past Continuous" sentences Most of the " Past Continuous" Most of the “Past Continuous"
The Past are correctly written. A color code is sentences are correctly written. sentences are not correctly
Continuous tense used to highlight it. written.
A color code is used to highlight it.
Sentences AREN’T properly
highlighted.

The written component has all items

that were requested:
5.1 Follows instructions and procedures 1. Cover page
reflexively, understanding how each step One item is missing from the 2 or more items are missing
2. Brainstorm previous list. from the previous list.
contributes to the achievement of an
objective. 3. Table with the students’ roles
Following
instruction 4. First drafts with the checklist

5. Final drafts

6. Reference section

7. Rubric

8. Requested grammar